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Jiang, Heng
Preferred name
Jiang, Heng
Email
heng.jiang@nie.edu.sg
Department
Policy, Curriculum and Leadership (PCL)
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17 results
Now showing 1 - 10 of 17
- PublicationMetadata onlyTeacher professional learning through hybrid lesson study
Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers’ and teacher educators’ professional learning in such a novel setting.
Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM.
This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning.
Scopus© Citations 1 34 - PublicationOpen AccessTeacher learning with classroom assessment in Singapore primary schools(National Institute of Education (Singapore), 2022)
; 98 133 - PublicationOpen AccessObservation on teacher quality: Critical analysis on observational instruments in pre-service teacher performance assessmentTeacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and teacher educators. This paper closely examines three classroom observation instruments used in preservice programs. We use critical discourse analysis and systemic-functional linguistics to examine how the grammar of these instruments assigns agency and positions participants as teachers and learners, and define their larger discourses of professionalism and accountability. We argue that instruments differ in the extent to which they grant participants agency, thus influencing the assumed pedagogical relations among the teacher educator, teacher candidate, and K-12 pupils. Instruments are not neutral, but reflect the values of the programs that use them, inflected by often contradictory discourses of teacher and student learning.
WOS© Citations 30Scopus© Citations 39 227 1170 - PublicationOpen AccessUse of comics to enhance students’ learning for the development of the 21st century competencies in the mathematics classroomThis paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (i) several sets of comic strips expounding all related mathematical concepts in a lively way; (ii) tiered practice questions for learning reinforcement; and (iii) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and eleven students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.
WOS© Citations 8Scopus© Citations 25 283 2115 - PublicationOpen AccessBoundary actions for collaborative learning: A practical perspective of adapting lesson study in a Singapore primary schoolThis qualitative study seeks to establish a deeper understanding of how and what teachers and teacher educators learn collaboratively during the lesson study process in a Singapore primary school. We used the boundary theories to conceptualize this learning process and delineate the learning mechanisms to foster mutual learning between the teacher educators and teachers in the case school. It was found that the teachers’ practical concerns and the improvement proposals from the teacher educators were constantly being negotiated considering the perceived and received consequences, which drove the boundary actions that include both boundary making and boundary crossing to form a learning space for the participants. Findings from this study provide a practical perspective that explains the complexities, challenges, and possibilities of implementing lesson study and working with boundaries to support teacher professional learning.
Scopus© Citations 4 109 103 - PublicationOpen AccessRefining teaching expertise through analysing students’ work: A case of elementary mathematics teacher professional learning during lesson study in SingaporeThis article provides a concrete illustration of how teachers in a primary school in Singapore discuss students’ learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students’ work serves as a useful practice for teachers to learn to work with diverse learners.. The findings suggested that open discussions around students’ work helped teachers to reflect upon their unwarranted perceptions of their students and their teaching. The study provided insights into how teachers’ understandings of their students’ diverse backgrounds, as well as teachers’ understanding of subject content and pedagogy, developed as they participated in lesson study activities that were focused on analysing students’ work. Our findings found that lesson study provided the following affordances to foster such changes: (1) eliciting hypotheses in dialogue; (2) creating space for alternative perspectives; (3) collaboratively scrutinizing student learning evidence for follow-up teaching; and (4) identifying problems for further discussion. While the illustration of this case is uniquely Singaporean, implications include concerns about teacher professional learning and teaching for equity common to many other educational contexts.
WOS© Citations 2Scopus© Citations 6 161 243 - PublicationOpen AccessLost in adaptation? Issues of adapting Japanese lesson study in non-Japanese contextsThe phenomenal spread of Japanese lesson study (LS) beyond Japan is indicative of the perception that the seemingly obvious routines of LS are transferable into foreign contexts. It is, however, to be expected, that various aspects of LS would be adapted to suit the culture of the adopting context. The diverse ways in which LS is adapted across different contexts provides the opportunity for researchers to unpack what needs to be done to better adapt, implement and sustain LS to support teacher development across non-Japanese contexts. This paper is based on the findings from a nation-wide research project undertaken to explore the adaptations made to LS in Singapore schools. Surveys and case studies provided data to examine LS structure and implementation processes in Singapore schools and to investigate school leaders’ and teachers’ experiences and understandings of LS processes. In teasing out the subtle differences among the Singaporean adaptations and Japanese LS, we gleaned a deeper understanding of the cultural and contextual factors that elucidate key features of LS that are pertinent in creating the necessary conditions for effective teacher learning.
WOS© Citations 12Scopus© Citations 17 123 291 - PublicationOpen AccessTeachers’ engagement in lesson study for learning community: Shaping teachers’ beliefs about students from disadvantaged social backgrounds.(National Institute of Education (Singapore), 2019)
; ; 147 247 - PublicationOpen Access
203 343 - PublicationMetadata onlyTeacher professional learning through lesson study in virtual and hybrid environments
This introductory chapter provides the background of this book and situates it in the current research literature and theoretical perspectives. An overview of the structure as well as a brief description of the chapters in each section is given.
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